Chapter
2
RESEARCH
AND DESIGN METHODOLOGY
Research Design
Descriptive research
can be either quantitative or qualitative. It can involve collections of
quantitative information that can be tabulated along a continuum in numerical
form, such as scores on a test or the number of times a person chooses to use
a-certain feature of a multimedia program, or it can describe categories of
information such as gender or patterns of interaction when using technology in
a group situation. Descriptive research involves gathering data that describe
events and then organizes, tabulates, depicts, and describes the data
collection (Glass & Hopkins, 1984).
In
this study, descriptive survey was used. This method was preferred because
information was readily obtainable from subjects in their natural environment,
concerning their attitudes or beliefs on certain issues of the study.
Population and Locale of the Study
This study was conducted in the 3
public secondary high schools of Burgos,
Schools Division of La Union. The respondents were the public secondary school
mathematics teachers in the junior high school and thegrade 10 learners. Table
A shows the distribution of respondents.
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Table A. Distribution of Respondents
School
Number
of Mathematics Teachers
(
Junior High School )
Number
of Grade 10 Learners
Burgos
National High School
3
87
Upper
Tumapoc National
High
school
1
47
Libtong
Integrated School
2
18
TOTAL
6
152
The
source of the list of respondents was taken from Form 7
( Teaching loads and teacher`s specialization)
and Form 1 ( School Register ) of Grade 10 class advisers for the school year
2017 – 2018 which was secured from the help of the Administrative Assistant (
ADAS ) of each school.
Data Gathering Tools
A questionnaire was used as a
data gathering tools in this study. The questionnaires contained both open
ended and closed ended questions. The closed ended questions provided an easy
way of coding, while the open ended ones enabled the researcher to gather wide
and free opinions from the participants. The closed ended questions was used to
collect quantitative data while the open ended was used to collectqualitative
data.
22
Reliability and Validity of the Research
Tool / Instrument
The first draft of the questionnaire was
presented to the researcher`s adviser, who evaluated the items as to content,
clarity and conciseness and then validated the questionnaire before its
administration and presenting to the respondents. The reliability of the
questionnaire wasdetermined usingkuder –
Richardson formula 21 equation ( Subong, 2005 ) .
The
questionnaire was pre – tested to 10 mathematics teachers in junior high school
from Naguilian National High School who are not part of the study and consider
the following Reliability Coefficient Range: Computed reliability was.95
which denotes relationship. Hence thetest was very highly reliable.
The following
questionnaire coefficient of reliability was used as point of reference
Reliability Coefficient Range Descriptive equivalent Symbol
0.91 – 1.00 Very high
reliable VHR
0.81 – 0.90 Highly
reliable HR
0.71 – 0.80 Moderately
reliable MR
0.61 – 0.70 Slightly
reliable SR
0.00 – 0.60 Not
reliable NR
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Data Gathering Procedure
The researcher obtained permit to distribute the
questionnaires from the Dean of Graduate School of Baguio Central University, DepEDofficials
down to the school authorities in the conduct of the study . Before the collection
of the data, the researcher contacted the participating institutions
andscheduled appointments for visits.
A
questionnaire was administered to the grade 10 learners and junior high school
mathematics teachers who answer the same in the presence of the researcher.This
will ensure that the exercise took the shortest time possible. This will also
help the research participants to answer the questionnairesappropriately since
the researcher was around to make any clarification if at all they will be
needed. Ample time was given to the respondents to respond to the questionnaire
Observations will be made by the researcher both during pre-testing and during
the actual research exercise. Field notes about what the researcher heard, saw
experienced and thought in the course of collecting data in the study were also
taken.
Statistical Treatment of Data
The responses on the study was
classified, tailed, tabulated and systematically analyzed. This was presented
quantitatively and qualitatively. Statistical devices such as percentage
equivalents, mean values and tables was utilized to make the presentation of
data clear and readily understandable.
24
Independent t – test
t-comp
= X1 – X2
? X12 + ? X22 (1
+ 1 )
N1 +N2 – 2 N1 N2
Where:
X1
= mean of the first group of respondents
X2
= mean of the second group of respondents
N1
= number of respondents of the first group
N2
= number of respondents of the second group
?X1
= summation of the processed responses of the firs group
?X2
= summation of the processed responses of the second group
I.
Adequacy of ICT instructional
Materials
Arbitrary
Value
Statistical
Limit
Descriptive
Equivalent
Symbol
5
4.21 – 5.00
Completely adequate
CA
4
3.41 – 4.20
Very adequate
VA
3
2.61 – 3.40
Moderately adequate
MA
2
1.81 – 2.60
Barely adequate
BA
1
1.00 – 1.80
Not adequate
NA
II.
Capability of Teachers to use ICT in
mathematics instruction.
Arbitrary Value
Statistical Limit
Descriptive Equivalent
Symbol
5
4.21 – 5.00
Strongly agree
SA
4
3.41 – 4.20
Agree
A
3
2.61 – 3.40
Moderately agree
MA
2
1.81 – 2.60
Slightly agree
SA
1
1.00 – 1.80
Not agree
NA
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III.
Constraints encountered by teachers in
using ICT in mathematics
Instruction.
Arbitrary Value
Statistical Limit
Descriptive Equivalent
Symbol
5
4.21 – 5.00
Highly serious
HS
4
3.41 – 4.20
Serious
S
3
2.61 – 3.40
Moderately serious
MS
2
1.81 – 2.60
Slightly serious
SS
1
1.00 – 1.80
Not serious
NS
VI. Solutions to
solve or minimize constraints encountered by teachers
in using ICT in mathematics
instruction.
Arbitrary Value
Statistical Limit
Descriptive Equivalent
Symbol
5
4.21 – 5.00
Highly considered
HC
4
3.41 – 4.20
Considered
C
3
2.61 – 3.40
Moderately considered
MC
2
1.81 – 2.60
Slightlyconsidered
SC
1
1.00 – 1.80
Not considered
NC